The Teacher-Child Rating Scale (T-CRS) 2.1 measured psychosocial development on four domains - task orientation, behavior control, assertiveness and peer social skills. The percent of students scoring between the 51st and 99th percentile on the TCRS is used in our study to see how many of our students are performing similarly to students without disabilities at the same age/grade level per an extensive set of norms. Developed by Perkins and Hightower of the University of Rochester for the Children's Institute (formerly the Primary Mental Health Project) in Rochester in 1986, revised in 2001. It is used annually as one program evaluation tool for the RECAP project (Rochester Early Childhood Education Programs). It correlates with more extensive measures of student adjustment used to identify psycho-social adjustment issues. Scoring at or below the 15th percentile is an indication of being at risk.

Positive Task Orientation would include student being observed as follows:

A self-starter

Functions well even with distractions

Works well even without adult support

Completes schoolwork.

Negative Task Orientation would be observed as follows:

Has difficulty following directions.

Underachieving (not working to ability)

Poorly motivated to achieve

Has poor concentration, limited attention span.

Preliminary summary of findings
Source: independent research by MGT of America, Inc.